Relationship Between Classroom Management Strategy Focused on Student External Behaviour and Student Achievement in Low SES Schools: What Can Teachers Do?

Abstract

Various international studies record a significant difference between the achievements of students from different socioeconomic status (SES), so it is necessary to look for measures that help create favorable conditions for higher achievements of all students, regardless of their socioeconomic background. The purpose of this study is to clarify the relationship between classroom management strategies focused on student external behaviour and student achievement in low SES schools, and what the teacher’s work guidelines could be. The analysis of the learning data of four Lithuanian schools with an unfavourable SES context shows that the progress of students in subjects of mathematics and biology is not related to the teacher’s praise, although such an intervention tool can be used if it is characterized by individual attention and care. It was also found that as the number of remarks sent by the mathematics teacher to the student and/or parents increases, the probability of getting a lower math grade increases, meaning that remarks are not effective for higher student achievement. We dare say that in order to create a favourable learning environment for students from low SES, teachers must first try to avoid classroom management problems (that is, student misbehaviour) by building good relationships with students, choosing an appropriate teaching strategy, adopting a growth mindset, and reducing working memory demands for the students who have these difficulties. Also, teachers must react appropriately when there are problems with students’ behaviour. Interpersonal communication with students, individual attention to their needs are extremely important ways for teachers who work in schools with unfavourable SES contexts